从越南人的角度看中国的初级汉语综合课教材

发布时间：2018-04-30 18:02

本文选题：越南人 + 中国　；参考：《天津师范大学》2012年硕士论文

【摘要】：目前,有关初级汉语综合课教材研究的文章极多,可是从越南人的角度看中国的初级汉语综合课教材的文章,在所搜集到的文献中几乎没有。因此,需专从越南人的角度对中国的初级汉语综合课教材进行研究。本论文对教材的评估依据主要借鉴刘殉先生的教材编写的“五性”原则,因此下文第三章的对三套教材的评估也同样以此为标准体系。本论文总体步骤为：第一章简介教材编写的原则和要求、对现有研究的评述以及研究范围与方法；第二章以越南人学习汉语的相关问题作为项目考察的标准、依据。第三章以《新实用汉语课本》、《汉语教程》、《发展汉语》为主要研究对象,将三套教材中的编写理念、课文、生词①、注释、语法点五个方面进行比较、分析,提出了个人的一些观点。第四章对编写越南人使用的初级汉语综合课教材提出一些建议。本文从越南人的角度看中国的汉语综合课教材,初步得出以下结论：作为对外汉语综合课教材,《新实用汉语课本》、《汉语教程》、《发展汉语》在编写总体框架除了语音、汉字、文化知识三个部分外,其他部分较相似。可是在三个部分的框架设计的不同却直接影响到越南的汉语学习者。从具体的各部分的内部分析来看,三套教材编写的理念、课文、生词、注释、语法等部分往往存在明显的区别。除了三套教材各自编写的长处外,总体看来,《发展汉语》给越南的汉语学习者带来的方便和帮助更为明显。而《新实用汉语课本》虽然在编写总体框架上比后两者更完整,且有很多地方有所改进,但是从语言的表述——词语注释大致以英文为主这一点来看,制约、限制了其使用对象。《汉语教程》虽然克服了《新实用汉语课本》的缺陷,采用词语的注释为先用汉注后用英注,但编写的总体框架还不够完整,并且有些内容与教材编写的理念有所脱节,导致质量不容乐观,给越南的汉语学习者带来的负面影响多于正面影响。
[Abstract]:At present, there are a lot of articles about the study of primary Chinese comprehensive course materials, but from the perspective of Vietnamese, there are few articles in the collected literature. Therefore, it is necessary to study the Chinese primary comprehensive Chinese teaching materials from the perspective of Vietnamese. The evaluation of the teaching material in this paper is based on the "five characters" principle compiled by Mr. Liu's textbook, so the evaluation of the three sets of textbooks in the third chapter below is also a standard system. The main steps of this thesis are as follows: the first chapter introduces the principles and requirements of the textbook compilation, the review of the existing research, the scope and methods of the research; the second chapter takes the Vietnamese learning Chinese as the criteria for the project investigation. The third chapter takes "New practical Chinese textbook", "Chinese course", "Development Chinese" as the main research object, compares and analyzes the five aspects of the three sets of textbooks, including the compiling idea, text, new words 1, annotation, grammar point, etc. Some personal views are put forward. Chapter four puts forward some suggestions on how to compile the teaching material of the primary Chinese comprehensive course used by Vietnamese. From the perspective of Vietnamese, this paper preliminarily draws the following conclusions: as a teaching material for comprehensive Chinese as a foreign language, "New practical Chinese textbook", "Chinese course", "developing Chinese", in addition to pronunciation, Chinese characters, are used to compile the general framework. Apart from the three parts of cultural knowledge, the other parts are more similar. However, the differences in frame design in the three parts have a direct impact on Vietnamese Chinese learners. From the internal analysis of the specific parts, there are obvious differences between the three sets of textbooks, such as ideas, texts, new words, notes, grammar and so on. In addition to the advantages of the three sets of textbooks, in general, the development of Chinese language brings more convenience and help to Vietnamese Chinese learners. Although the New practical Chinese textbook is more complete than the latter two in the overall framework, and there are some improvements in many aspects, it is restricted from the point of view of the expression of language, which is mainly in English. Although the Chinese course overcomes the defects of the New practical Chinese textbook and uses the words' annotation as the first Chinese note and then the English note, the overall framework is not complete enough. Some of the contents are out of touch with the idea of compiling the textbook, which leads to the unoptimistic quality and brings more negative effects to Vietnamese Chinese learners than to the positive ones.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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